Official JAG competency wording: Develop a career path for a selected occupation
Category: Career Development
Source themes: career planning, professional growth, long-term strategy
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
A4 — Develop a career path for a selected occupation
Explore A4 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · Oral History & Ledger Art - Donald Montileaux - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Montileaux recounts mentorship and a transition into ledger art. Students can trace decisions in a creative career path; this is an exploratory example rather than a complete career plan.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And so oral history is very big for me, I mean, oral history is storytelling, and every time I show my piece of artwork, I have oral history, because all my drawings represent Lakota way of life,
Learn About: How does Montileaux connect an image with an oral account?
Learn From: How could you explain a visual product so an audience understands its intended meaning?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0035 · video ID 408QfQkyXhA · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports A4 by inviting students to trace roles within a community-serving career.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you trace roles within a community-serving career? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports A4 by inviting students to trace learning and role models within a career path.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.
Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?
Learn From: How could you trace learning and role models within a career path? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports A4 by inviting students to identify educational steps toward an occupation.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify educational steps toward an occupation? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 18: Trusting the Process: The Journey of Learning
Reviewed teaching connection: Reviewed connections: A4. Return to a learning goal after an attempt; reflect on progress and revise the next step.
Human Shaped Learning with Front Matter.docx · Ch. 18, actual manuscript pp. 134–140; The Role of Patience and Reflection
Chapter 24: The Importance of Connection Beyond the Classroom
Suggested teaching connection: Suggested teaching connection for community application, based on A4 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on A4 competency. Begin with an invitation to share an interest or question; listen closely and acknowledge each learner’s contribution.
Human Shaped Learning with Front Matter.docx · Chapter 1: The Power of Relationship in Education
Plan with these recommendations and select more HSL chapters.